Fanāvarī-i āmūzish (Dec 2020)
The comparison of the effect of electronic content with the Neo-Neo multimedia model and the researcher-made multimedia model on student-teachers’ learning in smart board training
Abstract
Neo multimedia model and the researcher-made multimedia model on student teachers’ learning in smart board training. To produce multimedia electronic content, various models have been proposed, such as the software development life cycle model and the design and production model of Neo and Neo educational multimedia with a constructivist approach. Methods: The statistical population was 310 students of Farhangian University, Alzahra Campus of Zanjan. Using purposive sampling, 110 students were selected as the sample. Randomly, 55 people were placed in the form of 2 classes in the experimental group of the Neo-Neo model; and 55 people were placed in the form of 2 classes in the experimental group of the designed multimedia model. The research type is applied and a quasi-experimental method with a post-test design has been used. The research instrument was a researcher-made test. The validity was confirmed by the technology experts. To determine the reliability, split-half method was used and a reliability coefficient of 82% was obtained. The training was conducted in two experimental groups of 4 sessions of 90 minutes, and then a post-test was performed. Descriptive statistics and inferential statistics (Independent samples t-test) were used to test the hypothesis. Kolmogorov Smirnov test was used to determine the normal distribution of the data, Also, SPSS 22 software was used to analyze the results. Findings: Dispersion and central indices were used to evaluate descriptive statistics. The average and standard deviation of student teachers’ learning who have been trained using electronic content with Neo and Neo multimedia production model was 8.05±2.26 and the average and standard deviation of student teachers’ learning trained according to the researcher-made multimedia production model was 11.14±1.91. Based on the results of Kolmogorov Smirnov test, the variance was equal and the normality of the data distribution was confirmed. The reliability coefficient was 0.95 and the significance level of the mean comparison test (0.000) was lower than the default value (0.05); so the null hypothesis (equality of the average learning rate of student-teachers who have been trained using electronic content based on the Neo and Neo multimedia production model with student-teachers trained based on the researcher-made multimedia production model) was rejected and the opposite assumption (inequality of the average learning rate of student-teachers who have been trained using electronic content based on the Neo and Neo multimedia production model with student-teachers trained based on the researcher-made multimedia production model) was accepted. Also, the value of t = 7.73 was obtained. Conclusion: The results showed that there is a significant difference between the amount of learning of teacher-students trained with Neo and Neo multimedia production model and teacher-students who has been trained with the multimedia production model. The amount of teacher-students’ learning who have been trained by produced electronic content on the basis of researcher-made multimedia model has increased.Therefore, the researcher-made model can reduce the existing shortcomings and limitations. It is suggested to use researcher-made multimedia model in teaching unfamiliar content, direct tutorials and training to novice audiences. ===================================================================================== COPYRIGHTS ©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. =====================================================================================
Keywords
